'Dear Fabulous!'

Personal and Professional Identities evolving in the interactional context of self-reflection

Authors

  • Caroline Jagoe Trinity College Dublin, The University of Dublin
  • Irene Walsh Trinity College Dublin, The University of Dublin

DOI:

https://doi.org/10.1558/jircd.v7i2.29883

Keywords:

reflective practice, identity, self, healthcare, education, speech and language therapy, professional

Abstract

Reflective practice, particularly that linked to clinical learning in the context of service learning pedagogies, has the potential to influence the development of students’ identities, particularly for students on professional courses (e.g. in healthcare contexts). Data drawn from first year speech and language therapy students’ selfdirected letters (‘Dear me…’) are analysed through the lens of a thematic content analysis, using the tool of Leximancer. This data represents twenty-one students’ written reflections on anticipated (‘before’) and completed (‘after’) interactions with a person with a communication disorder. In addition to an analysis of ‘before’ and ‘after’ reflections (via the ‘Dear me…’ letters), the analysis considers the data as an internal dialogue that takes place over time with the students’ reflective selves. The data will demonstrate a broadening view of a more ‘considered self’ and increasing acknowledgement and consideration of the ‘other’ (i.e. another person). The development of a future professional identity emerges as just one facet of identity work within the context of reflections on personal development and growth, in the safe environment of letters to self.

Author Biographies

  • Caroline Jagoe, Trinity College Dublin, The University of Dublin

    Caroline Jagoe is an Assistant Professor in Speech and Language Pathology in the Department of Clinical Speech and Language Studies, Trinity College Dublin. Her clinical research interests lie in the area of acquired communication disorders as well as communication difficulties associated with mental health disorders. She has a specific interest in enhancing community engagement of adults with communication disability and the reciprocal relationship between community engagement and wellbeing. This interest encompasses the role of service learning in meeting the needs of both students and clinical populations.

  • Irene Walsh, Trinity College Dublin, The University of Dublin

    Irene P. Walsh is an Associate Professor in Speech and Language Pathology and Head of Discipline at the Department of Clinical Speech and Language Studies at Trinity College Dublin, Ireland. Her research interests include: language and communication profiles associated with mental health disorders in child and adulthood (e.g. deficit hyperactivity disorder (AD(H)D) and schizophrenia); the analysis of talk-in-interaction in ordinary (e.g. everyday settings) and extraordinary contexts (e.g. institutional or clinical settings); and narrative analysis, from both developmental and illness-story perspectives.

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Published

2016-10-17

How to Cite

Jagoe, C., & Walsh, I. (2016). ’Dear Fabulous!’: Personal and Professional Identities evolving in the interactional context of self-reflection. Journal of Interactional Research in Communication Disorders, 7(2), 169-189. https://doi.org/10.1558/jircd.v7i2.29883